Kim Greene
Philosophy – Integrating Digital Technology in the 21st Century Classroom
Today, societies are becoming more knowledge-based
and are driven by rapidly evolving technologies. Technology has infiltrated
every aspect of our lives. It is transforming
the way how we think, work and even play! Teachers, as well as students, are
expected to possess the necessary technological skills that will enable them to
function in these 21st-century societies.
As an educational leader, I
have realized that the integration of technology in
the classroom is becoming a very crucial aspect of student learning.
DePasquale, McNamara & Murphy
(2003) proposed that technology is a powerful contributor to learning when it
is used to deepen students’ engagement in a meaningful and intellectually
authentic curriculum. According to
Edutopia (2007), when technology is integrated into the curriculum it
“revolutionizes the learning process by improving the student-learning
processes and outcomes and allowing teachers to change the way they teach”.
Further, in citing The Centre for Applied Research in Educational Technology
(CARET), it was stated that “technology impacts achievement in content
learning, promotes higher-order thinking, problem-solving skills and prepares
students for the workforce.”
I believe that technology can positively
impact learning in the classroom by engaging and motivating students through immersive and
stimulating experiences. In a study conducted by Baytak et
al (2011), students indicated that the use of technology in school made
“learning fun” and “helps them to learn more”. When used as a tool, technology can bring lessons to life and grasp students’
attention! The
mundane words and pictures in a textbook can now be replaced with a virtual tour, simulation, video or animation! Technology can expose students and teachers
to real-world experiences at the touch of a button or swipe of a finger!
I also hold the view that
the use of technology can transform any learning environment. Technology can provide students and teachers
with instant access to up-to-date, unlimited information in various forms of
multimedia. It also encourages students
to take charge of their own learning using a multitude of sensory stimulation, it
fosters critical thinking and active inquiry-based learning. Technology can be considered beneficial as it
allows teachers to use differentiated instruction to meet individual learner
styles and needs within their classrooms. It also
allows teachers to become integrators, facilitators, guides, designers and content
experts. Technology is now enhancing the
paradigm shift of classrooms from the traditional behaviourist approach in
pedagogy to one of constructivism as proposed by Chung (2007) citing McKeachie
& Svinicki (2006).
In today’s classroom, technology can also be used as a catalyst to influence or enhance creativity
in
learners. Technology-rich lessons have been proven to maintain student engagement and get them more excited about learning! For example, students who hate
writing compositions can
have their works transformed into exciting ebooks, audiobooks, comics, animated videos or avatars using software or apps like crazytalk
or Nickelodean:Mega Cartoon Maker. Using these digital technologies also allows
them to share not only among classmates but
with a wider audience!
Technology is also beneficial to teachers for those hard-to-reach learners who require special-needs support. Supporting this view is Courduff (2011) who
states that “Technology is capable of unlocking keys of learning with all students.” Technology can be used by those who
struggle in the areas of Language Arts - they can now use digital apps and
software such as Blending
Board or Adaptedmind
for assistance! There are also
apps like Jaws that convert text to audio, to read aloud which can assist visual
impaired learners.
Additionally, technology can enhance
active learning, i.e. it can allow students to learn by doing! With technology,
students can test hypotheses or build models in virtual online labs. They can even use online manipulatives for Mathematics, exposing students to using resources or equipment they may not have physical access
to, due to budgetary constraints of the school or high levels of risk.
Technology is a great asset for
ubiquitous learning. Cheng et al (2017,
p 127) described it simply as learners having access to needed resources
anytime and anywhere to carry out learning. With ubiquitous learning, students can access to materials at all times. They can learn at their own pace and review information when needed. During the Covid-19 pandemic, the benefits of technology to ubiquitous learning was very influential, particularly with the move to virtual classrooms and hybrid learning.
Consequently, technology not only
enhances the quality of lessons but improves efficiency in the classroom.
Teachers can use technology as a qualitative measurement tool to readily assess
students’ understanding of concepts taught.
These types of technology can allow teachers to conduct assessments in
creative ways be it games, quizzes, online worksheets, questionnaires, etc. Results can be returned in real-time so that
teachers effectively review and plan future instruction.
Many students are now entering schools with “know-how” skills. Students know how to access information, send and receive messages, engage in social networks, post pictures, share information and play games. Christen (2009) holds the view that if the learning environment mirrors the ways in which students engage in the world, they will excel in their education. Like Christen, I believe that teachers should allow students to utilize these skills to take charge of their own learning.
Since the integration of technology is evitable, the question will not be how educators integrate technology in the classroom but how best to use it.
References
Baytak, Tarman & Ayas (2011)
Chen, Yu & Chiang (2017). Investigating the use of Innovative Mobile Pedagogies for School-aged Students: A Systematic Literature Review. Computers & Education, Vol. 138 September 2019, p 83-100.
Christen, A (2009). Transforming the Classroom for Collaborative Learning in the 21st Century. Techniques: Connecting Education and Careers. 84 (1), 28-31.
Chung, J. H. (2007). Integrating Technology in the Classroom. Retrieved from www.westpoint.edu. Accessed 1 January 2023.
Courduff, J. (2011) One Size Never Fits All. Tech Integration for Special Needs: Learning and Leading with Technology 38 (8), 16-19
DePasquale, R., McNarmara, E. & Murphy, K. (2003). Meaningful Connections: Using Technology in Primary Classrooms. Young Children on the Web. Retrieved from http://journal.naeyc.org/btj/2003/techinprimaryclassrooms.pdf
Kurt, S. (2010) Technology Use in Elementary Education in
Turkey: A Case Study. New Horizons in Education. 58 (1), 65-76.
McKeachie, W.J. & Svinicki, M. (2006) Mckeachie’s Teaching TipsL Strategies, Research and Theory for College and University Teachers. Boston: Houghton Mifflin Company.
Mustafa, K. Journal of Turkish Science Education. Vol. 2 Issue 1, May 2005. Retrieved from http://www.tused.org
www.online.lsu.edu. The Future of Education: Integrating Technology in the Classroom March 25, 2020.
www.Edutopia.org. Accessed 31 December 2022.
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